An Innovative MBA Class in Organizational Behavior and its Relationship to Experiential Learning


  • Robert C. Giambatista University of Scranton
  • Ann E. "Nancy" Cummings University of Scranton
  • Robert L. McKeage University of Scranton


ABSEL’s emphasis on experiential learning (EL) provides a vehicle for discussing a wide array of pedagogical practices, from specific tools to broader approaches. In this article, we present a pedagogy, or more appropriately an andragogy, that thematically drives a graduate class in organizational behavior (OB). This course systematically integrates a wide array of experiential aspects such as self-assessment, reflection, skills application planning, execution of skills plans inside and especially outside the classroom, evaluation of skills planning, and case analysis, following Whetten’s (2020) text Developing Management Skills. While each of these activities are common EL tools, their overarching integration in one MBA curriculum’s OB class is discussed here. The class design is described, related to experiential learning theory (Kolb, 1984), whole person learning (Hoover et al., 2010), and Bloom’s taxonomy (Bloom et al., 1956), then concludes with three different instructor reflections on the approach’s benefits and some practical limitations and implications.